Information Hub

Vine Schools Trust Policies

Academy Improvement Policy

Admissions Policy

Attendance Policy

Behaviour Policy

Behaviour Policy Addendum (Summer Term 2020)

Bereavement Policy

Charging and Remissions Policy

Complaints Procedure Policy

Data Protection Policy

Definition of Disability under the Equality Act Policy

Educational Visits Policy

Equality and Diversity Policy

E-Safety Policy

Exclusion Policy

Health & Safety Policy

Intimate Care Policy

Lockdown Procedure Guidance

Nolan Principles

Online Safety Policy

Preventing & Tackling Bullying Policy

Pupil Premium Policy

Relationship, Health & Sex Education Policy

Safeguarding Adult

Social Media Policy

Student Going Missing or Absconding Policy

Whistleblowing Policy

Worship Policy

St Andrew’s Policies

Behaviour Policy – St Andrew’s

Charging and Remissions Policy – St Andrew’s

Complaints Procedure Policy – St Andrew’s

First Aid Policy – St Andrew’s

Homework Policy – St Andrew’s

Equality Statement – St Andrew’s

Uniform Policy – St Andrew’s

Ofsted Report 2019

SIAMS Inspection 2017

School Performance Tables

Annual Report 2019

Annual Report 2017

Safeguarding at St Andrew’s

We work hard to ensure our children are safe in school and out of school.

If anyone, any adult or any child, has any safeguarding concern, including any related to radicalisation they are encouraged to contact one of our safeguarding team; Diane Fawcett, Malcolm Wainford and Tosca Boothman (Chair of Governors); in person, via telephone of via email.

If you have any safeguarding issue but would prefer not to speak to the Headteacher Diane Fawcett please contact Tosca Boothman @ tosca.boothman@vineschoolstrust.org

If we have reasonable cause for concern that a child may be at risk of significant harm, we will refer to social care. This referral can be made with or without us informing parents.

For further information please read our Child Protection policy along with more information which are available at the bottom of this page or contact one of our safeguarding team.

Mrs Fawcett (Designated SL) & Mr Wainford (Deputy Designated SL)

Appendix to Safeguarding Policy Sep 2020

Child Protection Policy – St Andrew’s

Child Protection Policy 2020 – 21

Protocols for Administering Medication

Safeguarding Adults

Useful links to Safeguarding Guidance

Keeping Children Safe in Education (KCSIE) 2020

Prevent Duty, 2019

Working Together to Safeguard Children, 2018

Valuing all God’s Children, 2019

SEND at St Andrew’s

St Andrew’s Church of England Primary School as a community reflects and celebrates the diversity of Christ’s kingdom where the able and gifted can learn from and with, those with disabilities or learning difficulties of whatever form.

Our commitment is to the needs of every child and this policy addresses our responsibility for those children with special educational needs whether long or short term, related to physical, mental, emotional or behavioural difficulties, or learning needs.

We aim to eliminate prejudice and discrimination, and to develop an environment where all children can achieve their best, become confident individuals living fulfilling lives and feel safe.

We believe that educational inclusion is about equal opportunities for all learners.

All teachers are teachers of children who have special educational needs and therefore fulfil their responsibility by meeting the needs of all children through:

  • Differentiating the curriculum and varying their teaching styles in order to meet the variety of needs that children display.
  • Assessing needs in conjunction with the SENCo, parents and pupils.
  • Providing suitable materials which will help the children in their care to consolidate practise and extend their skills.
  • Providing the necessary time for these activities, either individually or in small groups, during the school day.

Intent

At St Andrew’s C of E Primary School, we believe in equality of opportunity for all children. We recognise that there are children within our school who may have difficulty with their learning and / or who have a disability, which prevents or hinders them from accessing the education routinely provided for children of their age group

We also recognise that some children simply learn in a different way and may have specific strengths and weaknesses which affect the way in which they learn. We strive to plan and deliver the curriculum in a varied and dynamic way, ensuring that we cater for children who have a range of learning styles and preferences. We are a fully inclusive school and aim to meet the needs of all learners within the mainstream classroom

Implementation

Every teacher is a teacher of SEND. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents and most importantly, the child.  At St Andrew’s C of E Primary School, pupils with SEND will:

  • Be included in all aspects of the school day.
  • Be provided with quality first teaching, differentiated to their needs.
  • Be respected and their contributions valued and acknowledged.

Impact

As a result:

  • Children at St Andrew’s C of E Primary School feel happy, safe and respected.
  • Behaviour at is exemplary and diversity is celebrated.
  • Children demonstrate high levels of engagement in activities, developing their speaking, listening and social skills.
  • Children with SEND make good progress from their starting points due to the use of resources and small group intervention which meets the needs of the pupils.
  • On leaving school, children with SEND have developed good independence and life skills.

Mr M R Wainford, SENCo

Accessibility Plan

St Andrew’s C of E Primary SEND Information Report

Special Educational Needs, Disability & Inclusion (SEND) Policy 2020

Essex Inclusion Statement

Essex Local Offer

SEND Code of Practice, 2015

Supporting Mental Health & Wellbeing at St Andrew’s

At St Andrew’s Church of England Primary School our aim is to care for and develop the whole child educationally, emotionally, spiritually, morally and physically. As well as caring for their education we also care for their mental health and wellbeing and feel that it is essential to provide children with information to enable them to make life long, well informed decisions about their diet and health.

We aim to promote positive mental health and wellbeing of every member of our school community and recognise how important mental health and wellbeing is to our lives, as is physical health. We recognise that children’s mental health and overall wellbeing can affect their learning and achievement.

A key aspect of our role in school is to ensure that children are able to manage times of change and stress, and that they are supported to reach their potential or access help when they need it. We also have a role to ensure that children learn about what they can do to maintain positive mental health, what can affect their mental health, how they can help reduce the stigma surrounding mental health issues, and where they can go if they need help and support.

Positive wellbeing is promoted through the curriculum and all school activities. Through a carefully planned approach to PSHE our pupils are helped to acquire the knowledge and develop the skills and understanding they need to lead confident, healthy, independent lives, and to become resilient, informed and responsible citizens.

What do we do at St Andrew’s Church of England Primary School to support children’s emotional well-being and mental health?

  • St Andrew’s Church of England Primary School is committed to creating a happy, caring and supportive environment. As well as a learning environment, the school ensures there is a positive, supportive and inclusive ethos where children can thrive and achieve their personal best.
  • Personal, Social and Health Education (PSHE) is a central to the curriculum across the whole school.  PSHE assists pupils to cope with the changes at puberty, introduces them to a wider world, manage transitions and enables them to make an active contribution to their communities.  The concepts covered in PSHE include identity, managing feelings and emotions, relationships, change, resilience and being healthy, which includes physical, emotional and social well-being.
  • Woodstock Primary School offers Nurture Provision. Children who experience domestic violence, bereavement, anxiety and any other life experiences that may affect their emotional well-being are identified and supported in regular 1:1 or small group nurture support. The school supports the child in their specific needs, meaning the pupil is at the heart of the school focus and their learning is understood developmentally.
  • Within the National Curriculum, every child has a minimum of two hours of physical education each week.
  • We promote healthy eating throughout the school. We have children’s garden areas with green house, potting shed and raised growing beds. One area is used by children in the Early Years and the other as part of the curriculum in KS1. Parent volunteers support children working in the garden. The children grow a variety of fruit, vegetables and herbs and when harvested use these in cooking activities.
  • We are looking to include World Mental Health Day and Mental Health Awareness Week in the school calendar and plan activities for the whole school community.
  • As a school, we have and continue to access outside help and support for pupils when required.  We are supported by the Mid Tendring Education Partnership (MTEP) in providing this provision (access their website here).

Useful links

Be Kind Online

Supporting Children’s Mental Health

How to Maintain Good Mental Wellbeing During Isolation

Online and E-Safety

Our pupils are growing up in a world of ever-changing technology. While we feel that the use of technology is a largely positive aspect of modern life, we cannot ignore the risks that can be associated.

Throughout school we aim to teach children:

  • about the impact of cyber-bullying and what to do if they have been affected.
  • to be vigilant when communicating online recognising that people may not always be who they say they are and to be sensible about what they share.
  • to tell an adult they trust if something is upsetting them.
  • to question the reliability of information given through a web based source.
  • to search responsibly for information while using internet browsers.

We understand that much of our pupil’s use of the internet will occur at home, away from the school filters.

Below are a list of useful websites, advice and resources that you may find helpful when navigating the issue of online safety with your child. At the bottom of this page are resources that your child can directly access as well to help them learn about online safety.

Useful links

10 Top Tips for Remote Learning for Parents

Online Safety Tips for Children

Parental Guides

Parental Guide to Apple

Parental Guide to FIFA 20

Parental Guide to Houseparty

Parental Guide to Minecraft

Parental Guide to Nintendo 3DS

Parental Guide to Nintendo Switch

Parental Guide to Screen Addiction

Parental Guide to Online Gambling

Parental Guide to PlayStation

Parental Guide to TikTok

Parental Guide to YouTube Kids

Parental Guide to XBox 360

Parental Guide to XBox One

Parental Guide to XBox Family

Parental Guide to WiiU

Acceptable Personal Use Policy

Data Protection Policy

Information Governance Framework Policy

Main Privacy Notice

Employment Privacy Notice

Governors Privacy Notice

Visitors Privacy Notice

Curriculum Privacy Notice

Marketing Privacy Notice

Online Payment Privacy Notice

Photos and Activities Privacy Notice

Security Privacy Notice

Volunteers Privacy Notice

Records Management Policy

Security Incidents Policy

Statutory Requests for Information

Essex Inclusion Statement Final

Protocols For The Administration Of Medicines. Do And Do Nots

SAA First Aid Policy

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